Graphic novelisation effects on recognition abilities in students with dyslexia

ABSTRACT

Because of a focus on science, technology, engineering, and mathematics (STEM), elementary school systems are implementing material that is more complex in nature. However, children with learning disabilities like dyslexia may struggle with learning such content. Because studies have shown that children with dyslexia may benefit from more visually oriented materials, the purpose of this study was to determine if elements of graphic novelisation (i.e. graphic novel panels) improved short and long-term memory of brain structures and functions in children with dyslexia. Thirty-eight fifth-grade students (22 children diagnosed with dyslexia and 16 without reading difficulties) participated in the study. All children, including age-equivalent controls, exhibited higher recognition rates of brain structures and functions for graphic novel study materials (i.e. metaphorical definitions and illustrations). In children with dyslexia, the memory benefit for brain structures and functions resulting from exposure to the graphic novel panels was evident after the short interval. However, for children without dyslexia, this memory benefit was only marginally evident after the long interval. The results imply that image-based metaphors combined with text-based, scientific content may serve as an effective pedagogical supplement for children with or without reading disabilities.

KEYWORDS:

• Graphic novels
• dyslexia
• memory
• education
• retention interval

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Patrick L. Smith

Patrick L. Smith is a Professor of Psychology at Florida Southern College. Dr. Smith has a doctorate in Neuroscience, and his research interests include pedagogical advances that integrate the social and natural sciences for students at different educational levels.

Leilani B. Goodmon

Leilani B. Goodmon is an Associate Professor of Psychology at Florida Southern College. Dr. Goodmon has a doctorate in Psychology (with a focus in Human Cognition), and her research includes effective education strategies in children with developmental disorders (like dyslexia).

Jordan R. Howard

Jordan R. Howard is a graduate from Florida Southern College, where she finished her degree in Psychology in 2019. She is currently pursuing her doctorate in Pharmacodynamics at the University of Florida.

Rebekah Hancock

Rebekah Hancock is a graduate from Florida Southern College, where she finished her degree in Education (with a minor in Psychology) in 2017. Rebekah currently teaches at the Roberts Academy at Florida Southern College, a school that specializes on the education of children with developmental disorders like dyslexia.

Kylie A. Hartzell

Kylie A. Hartzell is a graduate from Florida Southern College, where finished her degree in Psychology (with a focus in Developmental Psychology) in 2019.

Sarah E. Hilbert

Sarah E. Hilbert is a graduate from Florida Southern College, where she finished her degree in Psychology (with a focus in Industrial/Organizational Psychology) in 2018.